Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Acceleration topic
No spam. Unsubscribe anytime.
Wilmette SD 39 reviewed single‑subject acceleration process; fewer than 10 students met criteria
Summary
After a district review and adjustments to the application timeline, Wilmette SD 39 assessed 78 candidate students for single‑subject acceleration in grades 2–7; fewer than 10 met all required criteria this year. Kindergarten and first‑grade requests were reviewed but yielded no eligible candidates.
Wilmette SD 39 administrators briefed the Committee of the Whole on June 8 about the district's single‑subject acceleration process and the outcomes from this spring's review.
The district said it adapted its timeline to allow families to request review after spring MAP scores were available and to triangulate multiple indicators: NWEA MAP performance (two of three administrations in the 99th percentile for the next grade level was a primary flag), curriculum‑based measures from adopted curricula, cognitive ability testing (KOGAT), and other benchmarks (Accelerated Placement Act criteria).
Staff reported that 78 students (grades 2–7) participated in the district's assessment process this spring; 28 of those were identified by initial February notifications and 50 came from family requests for review or a watch list. After the full triangulation and additional testing, fewer than 10 students met all four criteria and were found eligible for single‑subject acceleration this year. Ten K–1 requests were reviewed; none of the kindergarten or first‑grade applicants were found eligible. District staff said the curriculum‑based measures were rigorous and indicated both the strength of district curricula and the need to continue to refine instructional strategies for high‑readiness learners who do not meet acceleration criteria.
The district noted several process lessons: include spring MAP data in review windows, use curriculum‑based measures alongside MAP for a more comprehensive view, maintain rigorous AR (Accelerated Reader) cutoffs or adjust them if evidence shows they are insufficiently discriminating, and continue teacher supports for differentiation. Staff said the acceleration process is complex and will be refined through committee work over the summer.
Next steps: administrators will reconvene the acceleration committee in the fall to refine criteria and alignment with curriculum‑based measures, and they will bring recommended changes to the board if needed.
